Development of a Waste Management Program in Technical

Mar 23, 2018 - The general objective of this study was to analyze the development and implementation process of a waste management project (WMP) at a ...
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Development of a Waste Management Program in Technical Chemistry Teaching Julia G. Ramm, Gabryel L. Dorscheid, Camila. G. Passos,* and Carla Sirtori* Instituto de Química, Universidade Federal do Rio Grande do Sul (UFRGS), 90040-060 Porto Alegre, Rio Grande do Sul, Brazil S Supporting Information *

ABSTRACT: The general objective of this study was to analyze the development and implementation process of a waste management project (WMP) at a public school in the city of Porto Alegre in the state of Rio Grande do Sul, Brazil, that offers a course for chemistry technicians. To that end, an initial diagnostic analysis of the commonly produced waste from the practical classes was carried out, and a WMP was developed to meet the needs of the technical course in order to minimize the waste produced during experimental activities and provide instructions for its adequate disposal. Additionally, teachers and students attended training courses for guidance on waste separation and identification procedures. The use of questionnaires before and after the implementation of the WMP and the training courses showed an increased level of awareness of the individuals involved throughout the study. The results provide evidence that the existence of a WMP in the school improves environmental awareness of critical professionals and citizens, who are responsible and aware of their role in society. KEYWORDS: High School/Introductory Chemistry, Laboratory Management, Environmental Chemistry, Hands-On Learning/Manipulatives, Green Chemistry, Professional Development, Safety/Hazards, Chemical Technicians

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INTRODUCTION The implementation and enhancement of systems that allow for the adequate disposal of the waste generated by numerous human activities is one of the main challenges faced by contemporary society. No socially responsible institution that is committed to the sustainability of natural and human resources can ignore the seriousness of this problem.1,2 Internationally, there are several reports in the literature about the development of strategies to minimize waste generation since the 1970s, such as the adjustment of practices to make conscientious and rational use of reagents and generate less waste or less toxic waste, as well as to reuse waste where possible.2−7 Currently, whether due to increased environmental awareness or to the increased seriousness and broadening scope of the Brazilian environmental legislation, there has been a growing demand for management systems and for the development of more efficient systems. This demand arises from the environmental, economic, and social point of view within different arenas (industrial, educational, etc.). Thus, since the 1990s, numerous Brazilian universities have implemented waste management programs.8,9 However, to date, the same type of program has not been developed in elementary, high, and/or technical schools in public and private education in Brazil. In the long term, this situation may lead to the appearance of highly complex environmental liabilities or even permit the mistaken disposal of untreated waste into normal waste disposal (sewage or common waste), which may infringe on current environmental legislation and norms in many different ways. © XXXX American Chemical Society and Division of Chemical Education, Inc.

In this context, the present study aims to analyze the development and implementation of a waste management program (WMP) to minimize the waste generated during experimental activities at a public school offering a technical course in chemistry in the city of Porto Alegre, state of Rio Grande do Sul, Brazil, and to provide instruction on adequate waste disposal. The technical course is offered only to students who have completed the last stage of basic education (finished high school).

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WASTE MANAGEMENT The production, transformation, or sourcing of any given material generates products of no commercial value, usefulness, or benefit to humans. Those products are referred to as waste. Waste may be classified as hazardous, nonhazardous, active, or passive, and, depending on the classification, may contaminate the ground, water (superficial, underground, etc.), air, and sediments when improperly discarded.8−10 At present, there is great concern about environmental issues, especially concerning sustainable development in pursuit of a harmonious human/nature relationship. That relationship should not involve only degradation, but also that humans develop and respect the principles of conservation and protection of natural resources in order to safe guard the quality of life on the planet in the present and for future generations.1,7,11 The adoption of international waste management standards is Received: August 4, 2017 Revised: March 1, 2018

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DOI: 10.1021/acs.jchemed.7b00590 J. Chem. Educ. XXXX, XXX, XXX−XXX

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Within the scope of technical teaching, laboratory practices are essential and may generate waste that requires adequate specialized treatment due to its high complexity. Within this context, it is important to consider that, during laboratory activities, several types of waste are produced that are considered hazardous, and any damage that such waste may eventually cause to the environment and, consequently, to humans, must be minimized.5,6 Furthermore, there is also an economic reason for minimizing waste, since treatments performed by specialized companies may carry a high cost.12 It is also important that teachers and technicians be conscious of the need to minimize the use of reagents.3,11 While developing their practices, teachers should not only think about the contents, objectives, reagents, and materials required, but also about the waste that will be produced. The possibility of applying the experiments at micro- or semimicroscales, working with diluted solutions, and working with less hazardous materials should be explored.2,10,12 Concerning technical teaching, we must keep in mind the training of professionals in the area of chemistry. Students should know that their job is not restricted to performing chemical assays correctly and safely, but also that they are also the technician in charge of the adequate disposal of the waste produced by their practice.1,10−13 Institutions and the chemistry teachers who work there must be aware of how important it is to adopt effective actions generating awareness of the management of chemical waste in laboratories, both from the civil responsibility point of view and for the education of future chemistry professionals.1,2,13,14 Within this scope, notwithstanding the differences in the types and proportions of waste produced, those institutions that offer chemistry technical courses, such as the school investigated in this study, need to develop conscientious, responsible actions for the management of wastes or products generated in teaching laboratories. Also, being trainers of specialized labor, the schools should call students’ attention to this issue and equip them with the basic tools that will allow them to perform their activities in a sustainable fashion.

one of the measures that have been taken to ensure environmental conservation and sustainable development.5,12 In general, teaching institutions are treated as low impact activity centers by environmental protection bodies and are therefore underinspected, although the waste they generate is likely to feature substances of high toxicity13 with hazard risks far above those of industrial wastes that are generally produced in high volumes. For that reason, and for additional reasons discussed below, those institutions tend not to manage their waste adequately. Teaching institutions that include didactic laboratories, whether part of higher, intermediate, or technical education establishments, must have their own WMP in order to classify the waste generated during experimental or even demonstration classes. The classification is dependent on several factors, such as the chemical type and concentration. It is thus necessary to carry out a specific study for each institution, and therefore, it is not possible or even advisible to transfer a WMP from a different institution. Characteristics related to the teaching center school community, the Pedagogical Policy Project, and the infrastructure and human resources available must be taken into account when elaborating the WMP. According to Gerbase et al.,9 a WMP constitutes a set of management and planning procedures implemented under scientific and technical, normative, and legal bases with the objective of minimizing waste production and providing any waste that is generated with a safe destination in an efficient manner. A WMP is aimed at protecting the individuals involved, and preserving public health, natural resources, and the environment. According to Jardim,14 the implementation of a WMP requires, above all, changes in attitudes and, thus, is an activity that can produce results in the medium and long term, although it requires continuous maintenance. Since it is a program that, once implemented, represents sustained action within the waste generating unit, it is very important that it be very well understood, discussed, and assimilated by all those individuals who will be responsible for its maintenance and implementation. In this way, there are four basic premises (and conditions) required to sustain such a program: 1. Unrestricted institutional support for the program 2. Prioritization of the human side of the program, ahead of the technological 3. Disclosure of the established goals within the various program stages 4. Continuous reassessment of the results obtained and the goals established It should be emphasized that it is important that the institution is truly willing to implement and sustain a WMP, because an unsuccessful first attempt is demotivating for later attempts. One other important aspect is the human one, since the success of the program is strongly centered on changes in attitudes by all participants in the generating unit (students, employees, and teachers). Internal and outside disclosure of the WMP is essential for awareness building and for the diffusion of the ideas and attitudes that will sustain it. Finally, when working with goals that are realistic and not too ambitious, there must be a constant reassessment of successes and weak points, redirecting the goals when necessary for the program to be feasible.14 As stated by Gerbase et al.,9 there is a need for either effective treatment or adequate final disposal of any type of waste. Whenever possible, efforts should be made toward recovering generated waste, with the aim of making this residue useful again.

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METHODOLOGY In the present study, qualitative research was chosen, since it allows a broader view of a scenario, transforming and constructing knowledge collectively.15 In this context, obtaining descriptive data is, mainly, through direct and interactive contact of the researcher with the situation object of study. Therefore, in this type of research, it is usual for the researcher to work to understand the phenomena, according to the perspective of the participants of the situation object of the study and, thus, to establish their interpretation of the studied phenomena. One of the modalities of qualitative research is the case study. According to Yin,16 a “case” may be an individual, a small group, an organization, a community, a process, an unforeseen incident, or a happening, among others. Thus, paying explicit attention to limits is important: a distinction between the phenomenon under study and its context. As a qualitative method, the case study generally offers a way to deepen understanding of an individual unit,16 besides helping to answer questions over which the researcher has no great control in relation to the phenomenon studied. The differential of this method is that it allows the detailed and thorough study of a well defined “case” in its natural context. A case study occurs in a natural situation, is full of descriptive data, has a wide and versatile plan, and focuses on reality in a B

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The data were collected using a field diary, official course documents, and questionnaires, which were analyzed quantitatively and interpretatively in this article.

complex and contextualized way. The authors also affirm that a case is well defined and may be similar to another case, but at the same time it may be quite different, since it has its own and singular interest.16 Thus, each carries its peculiarity and, consequently, its particularities. The case study may lead users to draw conclusions from the observations and analyze them against other data that have already been ascertained.16 That is, it is an application used to understand a form and the aspects that lead to a certain result, in addition to contributing to a greater understanding of an individual phenomenon and the organizational processes of society. With this perspective,15,16 this research was carried out in a natural setting, the data being collected within the environment of a public school in the city of Porto Alegre, state of Rio Grande do Sul, Brazil. Hence, the authors of the study considered the school context while interpreting the answers of the teachers and students and analyzing the awareness-building process regarding the proposal for the development and implementation of a WMP. Following negotiations with the teacher coordinating the chemistry course, a meeting was held with the school director to explain the research project, the relevance of a WMP to the school, and the actions required to develop a WMP. Having gained authorization from the Board to implement the WMP at the CT, the investigation stages were carried out as described below. The individuals (the CT teacher and the students) who participated in this investigation signed the terms of consent that were presented with the research objectives. They were informed that their identities would be kept secret, and their cooperation was requested in participating in the different forms of data collection employed during the investigation. Official school documents, such as the analytical chemistry project and teaching materials, were analyzed to identify the objectives of the chemistry technician training, as well as to ascertain the possibility of making changes to the analytical chemistry experimental procedures. The researchers used a field logbook to register their observations.17 In total, 20 visits were made, of which three were directed toward investigating the environmental liabilities, five were used to monitor teachers during experimental classes, six were used to apply the questionnaires, three were for training courses, and three were used for other WMP disclosure activities. To verify the awareness levels of chemical waste management in the laboratories, as well as to learn about the professional profile of the research subjects, an initial questionnaire (IQ) of open-ended questions was employed; see the Supporting Information. The IQ was given to the teachers during the first visits made to the school, before the development of the WMP and before the start of the training courses with the Stage I students of CT, in the second semester of 2015. From the IQ results, it was possible to analyze the early impressions of the teachers and students before the development of the WMP and prior to the start of the training courses wherein the WMP was implemented within the scope of the CT course. The final questionnaire (FQ), provided in the Supporting Information, aimed to identify the ways in which the implementation of the WMP contributed toward the development of the CT experimental activities. This questionnaire was given to the teachers and students at the end of the first semester of 2016, when the WMP had been implemented and the training courses were held.

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RESULTS AND DISCUSSION

Teacher Perceptions Regarding Waste

There are five CT teachers in the school, who all graduated with a full licentiate degree in chemistry from different universities. Some teacher members are trained as chemistry technicians, and others have also worked previously as technical professionals in different chemical industries. The five CT teachers who participated in the research work in the disciplines of general chemistry, qualitative and quantitative chemical analysis, inorganic chemistry, physical chemistry, microbiology, research projects, organic chemistry, instrumental analytical chemistry, corrosion, unitary operations, and industrial processes. From the answers given by the teachers to the initial questionnaire, the waste generated from the classes they teach is mostly aqueous acids, bases, and inorganic salt solutions (with or without metallic ion components). When asked about the procedures for collecting, neutralizing, and reusing that waste, the teachers described that the waste is not collected; that is, it is discarded down the drain or with common waste. According to literature reports, this situation is common in other teaching institutions. Gerbase et al.9 highlight that, in most cases, chemicals, for example, are stored in an inadequate manner, while waiting for final disposal. Unfortunately, the prevailing culture is to discard waste down the drain of laboratory sinks, as the majority of Brazilian public teaching institutions do not have a clear institutional policy that would allow for a global treatment of the problem. The teachers understand that the waste generated in class is the responsibility of the entire school community. Likewise, the teacher members agree that the existence of a WMP at the school is very important. In this sense, the group of participating individuals features one of the characteristics indicated by Jardim14 as being essential to bring a WMP into effect, which is the willingness to implement and sustain the program. Considering the contribution made toward the professional preparation of students, three teachers felt that the implementation of the WMP would help qualify students for a professional life. The other two understood that, in addition to qualifying them for a professional life, it also stimulated the development of environmental awareness, as illustrated by the following answers, translated by the authors: Every CT student must have appropriate training in the area of waste treatment and waste disposal. Therefore, it would be very important for the training of the same to implement a waste management project, contributing to their professional life. Increase students’ knowledge of waste management by conscientiously qualifying them to know when in the industry to manage the waste generated by the company. The training of CT students would be much more complete if we introduced concern about the fate of the waste produced and environmental awareness would be stimulated in the new professionals. The teacher’s notes corroborate the principles that the CT course pedagogical plan has identified. According to that document, chemistry technicians are to be adequately prepared to (ref 18, p 10; translation by the authors): C

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[P]lace efforts toward implementing and maintaining environmental management systems; measure the importance and practical aspects of conserving the environment, of the impact from industrial process and waste treatment; learn about environmental legislation All five teachers affirmed that the development of activities such as waste treatment is within the areas of expertise of chemistry technicians. Thus, it is understood that teachers know of their responsibility regarding the contributions their classes should have on the awareness building of the importance of sustainable practices in the future activities of CT students. A similar concern can be verified in literature reports, where the sustainable development principles were integrated with the graduation activities of future chemistry professionals through an environmental management system13 and through the performance of practical activities that meet those principles.1,2,7,13

Most students considered the existence of a WMP at the school as being very important, which shows they are aware of the relevance of natural and human resource sustainability. Similarly, the group demonstrated maturity when questioned about the contribution of the implementation of a WMP at the school. In this case, 16 students stated that the adoption of a WMP would contribute toward their professional and/or personal qualification. When questioned about the attributes of a chemistry technician, 17 pointed out that carrying out activities such as waste treatment is among the responsibilities of those professionals. The following responses, translated by the authors, illustrate that view: It will help me to be a more careful and professional in my work environment and with the company. And if the company does not have good waste control I will already be able to guide them to do that. I will put such experience to use in my daily life, personal life and also apply it at work, if appropriate. It is important for me to learn about sustainability.

Student Perceptions Regarding Waste

According to statements from the CT coordinator, every semester around 30−35 students enroll for Stage I of the course. Of those, less than 50% follow on to Stage II (some fail and others withdraw). Most Stage II students follow on to Stage III and, in the end, around a dozen students graduate. In the second semester of 2015, 22 students were attending Stage I. It was from this group of students that the data were collected. According to the answers in the questionnaire, the student ages ranged from 16 to 44 years. As to their professional activities, eight either work or have worked in their intended future area of activity for a period of time that varies from 1 month to 20 years. The others either do not work in the area or have no paid employment. It is understood that this diversity in professional experience should enrich the discussion about the WMP implementation process, as some subjects work in professional sectors that have stricter controls on the disposal of chemical waste. When questioned about the importance of collecting the waste generated during practical classes, 20 students pointed out that it is necessary to collect the waste, and only two individuals stated they did not know the answer. As to the destination of the waste generated during experimental classes, the majority of students who participated in the research mentioned that the correct disposal of such waste or its reuse is important to minimize the environmental impact generated from its disposal. As can be observed with the following excerpts, translated by the authors: I think waste should be disposed of properly so as not to generate environmental impact, even if it is minimal. If it is possible to reuse it is a good thing, because there is already a lot of waste, and if it is bad, it must be collected and neutralized so that it does not harm anything. I do not know what materials and substances we will handle, but we all have a responsibility to return neutralized waste and if possible zero waste to the environment. None of the students who participated in this investigation knew that the legal responsibility for the waste generated in classrooms lies with the entire school community, including themselves (the students). Among the 22 students, 11 thought that the responsibility lies with the school, 6 with the school administration, 3 with the teachers, and 2 with the students. These results indicate a need for discussions with students about the different aspects of environmental management processes. The experimental classes are then appropriate opportunities for such awareness building.1,2,11−13

Waste Management Project and Teachers and Student Training Stages

Due to the diversity of teaching institutions, in the vast majority of situations there is no standard WMP that could serve every school. Therefore, a bibliographical review was carried out, and several documents and/or reports were consulted about projects that have been implemented within this scope. The WMP was then developed aimed at meeting the needs and the particular situation of the CT at the analyzed school. Following the initial investigation, it was identified that the school has environmental liabilities of diverse types and quantities. Currently, the school generates approximately 5 L of aqueous waste per semester from the experimental disciplines in analytical chemistry. Before the WMP became effective, around 20 L of aqueous waste was produced per semester. The analytical chemistry disciplines were chosen for analysis as they perform several different experimental activities. Other disciplines that should have practical activities, such as organic and instrumental chemistry, are limited, and experiments are carried out in reduced numbers, as the school lacks adequate infrastructure (a lack of exhaust through fume hoods) for the execution of practical activities. The project that was developed for the CT course is founded on the 3Rs principle, reduce, reuse, and recycle, aimed at instituting waste segregation at the source and developing human resources capable of working in waste management. The WMP is detailed in the Supporting Information. Among the stages of the management process, segregation is the one that requires the greatest attention of teachers and students. Waste segregation consists of separating the materials according to their chemical and physical properties, their physical state, and relevant treatments or opportunities for reuse. Thus, the waste must be separated into categories and labeled according to standardized instructions made available by the waste management center that takes responsibility for the transportation and management of the waste. For the purposes of collection by the waste management center, waste is classified into these categories: • Solid waste • Aqueous waste • Nonhalogenated organic solvent • Halogenated organic solvent and benzene • Nondesirable reagents • Unknown liquid waste D

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these actions; later, the students who are part of the local committee assist in the temporary storage and transportation of the generated waste.

Following the development of the WMP aimed at minimizing or eliminating waste generation, including the replacement of hazardous reagents or changes to processes whenever possible, a training process was carried out with the teachers in the area and then with the students. The training activities for the CT teachers and students lasted for 2 and 4 h, respectively. They were held at the school facilities by one of us ( J.G.R.). During the training, the WMP was presented, and the procedures to be adopted for the correct separation and identification of the chemical waste generated during experimental classes were discussed. Furthermore, an attempt was made to build awareness of the legal responsibility of the school community regarding the generated waste and the importance of the disclosure of and adherence to the WMP in the training of chemistry technicians. As mentioned above, in order to maintain and ensure continued development of the WMP, periodic training for those involved is required, as well as broad disclosure in order to obtain greater coverage. In this sense, in addition to the training actions offered, illustrative and explanatory posters were designed illustrating the correct methods for waste management at the school. The posters were fixed along the access corridor to the laboratories and inside the CT teaching laboratories. Transportation of the waste generated and properly separated and collected by the school is carried out by the Chemical Waste Management Center of the Federal University of Rio Grande do Sul. For this purpose, it was necessary to establish a cooperation protocol between both institutions. This strategy was chosen to simplify and streamline the waste disposition process since the school does not have the legal and administrative means to enable it to make its waste available. After being collected at the school, the waste goes to the Chemical Waste Management Center of the university where it will be, together with the waste from the university, managed and sent to different companies for its final disposition. It should be noted here that the management center of the university meets all legislative requirements established for Brazil. In this situation, municipal waste service is not involved because the school does not discard any of its residues (excepting those that are totally inert and nontoxic) in the municipal public effluents collection system. Currently, as indicated by the WMP, waste is collected by students and teachers in each experimental discipline and properly separated and labeled with standard labels. The bottles of such waste, after being separated, are stored in an appropriate place in the preparation laboratory until their transport to the final destination. These never exceed 15 L in volume and, in the case of aqueous metal-containing waste, can be stored. In addition, the use of halogenated and nonhalogenated organic solvents has been drastically reduced by the practice’s readjustment. In order to make it stable for both teachers and students, in the WMP it was established that an election will be held periodically to form the “waste management committee”. This committee is chaired by a teacher who is qualified with the responsible body (in Brazil, Regional Council of Chemistry) and also by two students who assist this teacher in the management of these residues before transportation and final disposal. Standardized laboratory practices related to personal protective equipment and adequate clothing and footwear were already required during practical classes. In addition, with the development of the WMP, students began to play an active role in the production, segregation, and labeling of tailings. Before finishing each class the students are invited to carry out

Final Diagnostic: Teacher Perceptions

Descriptions of significant changes to the routine of the experimental classes can be found in the answers to the FQ . Hazardous waste that used to be poured down the sink drain or accumulated began to be collected, packed, and labeled for transportation and final disposal, according to the instructions of the center in charge of waste transportation and management. Additionally, when asked about the changes to the experimental plans (replacement and/or exclusion of toxic reagents, etc.) and about the time spent making adjustments to experimental practices, most teachers reported that they found no difficulties in this stage of the job and that collecting the waste during experimental classes required only a short time. This is demonstrated by the answers given below (translated by the authors): There was modification in the sense of immediate identification after each practice class or procedure. The time is minimal and occurs simultaneously to the experiment. Changed the culture and practice of waste management, students and teachers began to reflect more on the subject. Wastes are identified in order to separate them and after labeling, the containers will have their proper destination, avoiding the accumulation of these in the laboratory. It is highlighted that, in the IQ , all five teachers affirmed that the development of activities such as waste treatment is the area of expertise of chemistry technicians and that the responsibility lies with the entire school community for the waste generated. Thus, it is understood that the study carried out points to the extension on the understanding of the importance of WMP. In addition, when asked about the degree of importance of a laboratory waste management project, all teachers deemed it very important. Also, as for the frequency, they all agreed that it is necessary to carry out the training process every six months to maintain the project. It is understood that these teachers’ responses, in particular, point to a positive result of the WMP’s elaboration and implementation process, regarding awareness of the group about the relevance of the WMP project as a pedagogical activity in their chemistry classes. Every six months, new students enter the Stage I of the course, so they will receive guidance on WMP. This constant training action is considered fundamental by researchers in the area, to maintain the WMP project and to disseminate the ideas and attitudes that will sustain it.10−13 Finally, all five teachers pointed out that the activities performed helped students to qualify as critical citizens who are aware of their roles as professionals and within society, which is illustrated by the answers below (translated by the authors): The contribution is given by the awareness that each person who generates waste has responsibility over it and should collaborate in accordance with the routine implemented by the project. Since the training, the professional must know that there is treatment for waste, whether laboratory or industrial, and awareness of environmental problems arising from inappropriate discarding. Culturally, building critical citizens and ones who are aware of their role either in school or in society. Habits can only be changed by the culture of the correct destination of waste being part of the learning. Associated with the training activities during the implementation of the WMP, instructing the teachers on the correct E

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correctly handle, store, and discard the waste generated by their professional activity, as illustrated by these responses (translated by the authors): With this project, I will be apt and aware of the correct disposal of waste produced in laboratories. It will contribute so that as a professional can implement the collection of waste in the company I work for and guide other employees on the subject. Awareness not to dispose of waste improperly. According to literature reports,2,8,11−14 the introduction of waste segregation practices into experimental classes may be used to encourage discussions related to the environmental issues and hazards in the disposal of chemical waste, both in the academic and industrial spheres. When the same question from the IQ about who is legally responsible for the waste was asked as part of the FQ , all students answered that the responsibility lies with the entire school community. This result points to the accomplishment of one of the main objectives of this study, since in the IQ all the students were unaware of such information. Similarly, when questioned about the attributes of a chemistry technician, all students pointed out on the FQ that carrying out activities such as waste treatment is among the responsibilities of those professionals. On the IQ , 17 students knew about this information. Compared with the initial and final answers, it is understood that the elaboration of WMP and implementation process may have contributed to increase students’ knowledge about chemical residues and the necessary care for the correct storage, disposal, and treatment of these materials. From these results, it can be understood that the training actions and changes to procedures in analytical chemistry experimental classes were able to meet the WMP objectives, since those disciplines are the ones that generate the highest volume of waste. In a slightly different way from that of the teachers’ training activity, students’ participation in the WMP occurred in the context of subjects participating in the research (Stage I students and also the other two stages of CT). The training, disclosure, and implementation stages of the WMP were performed during class time, which was held at night, with the teachers giving up some time of their classes so that all students could participate. Some of the topics discussed with the students concerned the necessary procedures for implementation, maintenance, and success of the project, including the several types of packaging involved, as well as labels to be manipulated. At the end of the WMP presentation, time was allowed for questions and comments, which let students voice their interest in as well as their concerns about environmental issues, thus showing an awareness as citizens and future professionals. It was clarified for the students that the legal responsibility for the chemical residues generated in the activities of practical classes accrues to the whole school community, that is, teachers and students.

procedures for waste separation favored the development of environmentally friendly practices, meeting a recurring concern in studies identified in the literature.1−3,6−8,11−13 In this sense, it is understood that, even if teachers were aware of the relevance of the implementation of the WMP in the CT, the training, disclosure, and implementation stages of the WMP strengthened their motivation for developing work routines in which the students, who will be future professionals in the area, encounter investigative activities concerning reagents and waste, and learn to separate, identify, and segregate waste as a way of exercising and taking on sustainable habits. The purpose of the training activity was to present the WMP and highlight the importance of the proposed reformulations and to guide the implementation of the new procedures necessary for its maintenance and success. The first training meeting was held with the 5 CT teachers who made themselves available at school outside of their regular class schedule. The WMP was presented in an interactive way such that, after each topic was addressed, discussions were opened so that the teachers felt free to clarify doubts, as well as contribute with suggestions and criticisms. The importance of the implementation of the procedures of separation and identification of the chemical residues generated in the experimental classes was discussed in some depth with the teachers. In addition, efforts were made to raise awareness about the legal responsibility of the school community regarding the waste generated and the importance of the dissemination and adherence to the WMP to the training of chemistry technician. The activity developed with CT teachers also discussed the importance of restructuring the practical classes, in order to promote substitution of the use of hazardous substances by other nonhazardous substances, to reduce the volume of waste produced, and to elaborate strategies to raise students’ awareness of the reagents used, and the possibility of either recovering or recycling the waste. At the end of the activity teachers were enthusiastic and receptive to the new proposal and also collaborated with suggestions for the progress of the WMP. Final Diagnostic: Students Perception

From the FQ it was possible to observe that the WMP norms had been internalized and students achieved an even higher level of awareness, as well as made contributions toward their professional lives. When asked about the time spent with the new procedures, most students stated that it was minimal and that there was no major interference in the laboratory routines, as shown by these comments (translated by the authors): In the practical classes that we had, the residues [were put] in the indicated bottle. A very fast process. The procedure is quick and easywhen cleaning the glassware, we discard the residues into the containers, which are near the sink, so it does not take much time. I do not believe it has changed, but it has improved, the time is minimal, and the environment and the school thank you for this kind of initiative. As to the ways in which the introduction of and implementation of the waste management project, as well as the waste collection during experimental classes, contributed to their training, the majority of students pointed toward contributions of a professional nature such as the possibility of implementing a project of a similar type at the company they work or will work for. Furthermore, they highlighted that this activity gave them the opportunity to gain knowledge about how to

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CONSIDERATIONS AND IMPLICATIONS From the set of data generated from this research, it was possible to identify that the development and implementation of the WMP was of great importance for the entire investigated school community. Reports from the teachers and students make it clear that the WMP contributed directly toward the professional qualification of CT students and also stimulated environmental awareness in the entire school community. The students pointed out that the new procedures implemented for separating different types of waste generated in the experimental classes contributed toward their education F

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Journal of Chemical Education

Article

(8) Amaral, S. T.; Machado, P. F. L.; Peralba, M. C. R.; Camara, M. R.; Santos, T.; Berleze, A. L.; Falcão, H. L.; Martinelli, M.; Gonçalves, R. S.; Oliveira, E. R.; Brasil, J. L.; Araújo, M. A.; Borges, A. C. Reporting an Experience: Recovering and Recording Residues of Teaching Laboratories of Chemical Institute of the Federal University of Rio Grande do Sul. Quim. Nova 2001, 24 (3), 419−423. (9) Gerbase, A. E.; Coelho, F. S.; Machado, P. F. L.; Ferreira, V. F. Management of Chemical Waste in Institutions of Education and Research. Quim. Nova 2005, 28 (1), 3. (10) Adams, D. L. Issues-Directed Chemistry: Teaching Chemical Reactions Using Waste Treatment. J. Chem. Educ. 1999, 76 (8), 1088− 1091. (11) Nash, J. J.; Meyer, J. A. R.; Nurrenbern, S. C. Waste Treatment in the Undergraduate Laboratory: Let the Students Do It! J. Chem. Educ. 1996, 73 (12), 1183−1185. (12) Eilks, I.; Rauch, F. Sustainable Development and Green Chemistry in Chemistry Education. Chem. Educ. Res. Pract. 2012, 13, 57−58. (13) Phifer, R. W. Laboratory Waste Management and Waste Determinations. Educating for OSHA Savvy Chemists: ACS Symposium Series 1998, 700, 41−48. (14) Jardim, W. F. Chemical Waste Management in Teaching and Research Laboratories. Quim. Nova 1998, 21 (5), 671−673. (15) Denzin, K. N.; Lincoln, S. Y. The Discipline and Practice of Qualitative Research. In Handbook of Qualitative Research; Denzin, K. N., Lincoln, S. Y., Eds.; Sage Publications: London, 2005. (16) Yin, R. K. Case Study Research: Design and Methods; Sage Publications: London, 2009. (17) Porlán, A. R.; Martín, J. El Diario del Profesor: Un Recurso para la ́ Investigación en el Aula; Diada: Sevilla, 1998. ́ ́ (18) Projeto Politico Pedagógico do Curso Técnico em Quimica do Colégio Estadual Dom João Becker; Colégio Dom João Becker: Porto Alegre, Rio Grande do Sul, Brasil, 2011.

and prepared them for their future practices as chemistry technicians. Moreover, after the implementation of the WMP, all students correctly described the way in which everyone in the school community is legally responsible for the waste generated. The teachers demonstrated satisfaction regarding the training stages and receptiveness to the instructions of the WMP, since they were not able to participate in its development due to a lack of available time. The availability to implement and sustain a WMP is indicated in the literature as a fundamental characteristic for its effective use.14 In conclusion, it should be pointed out that the training processes contributed to the awareness of teachers and students about sustainable practices, becoming a differential in the WMP implementation process. In addition, it enabled interaction between researchers and the school community in order to contemplate the perspectives of a case study, since it allowed a broader view of a scenario, contributing to collective awareness, reflection, and expansion of knowledge.

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ASSOCIATED CONTENT

S Supporting Information *

The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.7b00590. Initial questionnaire (survey instrument) for teachers and students, final questionnaire (survey instrument) for teachers and students, and overview of the waste management project course for chemistry technicians (PDF, DOCX)

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AUTHOR INFORMATION

Corresponding Authors

*E-mail: [email protected]. *E-mail: [email protected]. ORCID

Camila. G. Passos: 0000-0003-1110-9354 Notes

The authors declare no competing financial interest.

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REFERENCES

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DOI: 10.1021/acs.jchemed.7b00590 J. Chem. Educ. XXXX, XXX, XXX−XXX